A Phenomenological Investigation Of Instructional Practices Of General Education Teachers For English Language Learners

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A Phenomenological Investigation of Instructional Practices of General Education Teachers for English Language Learners

Author : Cynthia DeLozier
Publisher :
ISBN 13 :
Total Pages : 183 pages
Book Rating : 4.:/5 (882 download)

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Book Synopsis A Phenomenological Investigation of Instructional Practices of General Education Teachers for English Language Learners by : Cynthia DeLozier

Download or read book A Phenomenological Investigation of Instructional Practices of General Education Teachers for English Language Learners written by Cynthia DeLozier and published by . This book was released on 2014 with total page 183 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative hermeneutical phenomenological study was designed to describe general education elementary teachers' perceptions of effective instructional strategies, methods, and models of instruction to enhance the learning of core content curriculum of the English Language Learners (ELLs) in the classroom. Through questionnaires and interviews, data was collected that described general education elementary teachers' perceptions regarding the need for instructional strategies, methods, and models to assist ELL students in learning. Challenges, frustrations, and successes were reported as teachers reflected on the process in which they make the decisions to use particular instructional strategies, methods, and models. The results of this study provided participants' perceptions of effective strategies, methods, and models as a basis for general education elementary teachers in United States classrooms and were intended to be used in instructional content areas for all students, particularly ELL students. These results also suggested the importance for general education teacher programs to include coursework specific for ELL instruction that can be effective for instruction in the general education classroom. Finally, this study also suggested the importance for educational systems to provide professional development focused specifically on providing effective instructional practices for ELLs in the general education classroom and core content areas.

Exploring the Efficacy and Training Needs of Classroom Teachers to Teach English Language Learners

Author : Crystal L. Whipkey
Publisher :
ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.:/5 (139 download)

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Book Synopsis Exploring the Efficacy and Training Needs of Classroom Teachers to Teach English Language Learners by : Crystal L. Whipkey

Download or read book Exploring the Efficacy and Training Needs of Classroom Teachers to Teach English Language Learners written by Crystal L. Whipkey and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to explore the lived experiences and perceptions of teachers and administrators who work with English language learners (ELLs). English language learners are defined as students whose first, or native, language is something other than English. With ELLs being the fastest-growing student group in American K-12 schools, the number of teachers who have at least one ELL in their classrooms is also increasing (NCES, 2022). The literature indicates that many general education teachers who have ELLs for much of the school day have not received explicit training in specialized instructional pedagogy for ELLs and often feel ill-prepared to teach to the unique and diverse needs of ELLs. This phenomenological case study, which is framed in the theories of self-efficacy and teacher efficacy, used interviews and observations to determine the perceptions and needs of the educators in relation to ELLs. This study also analyzed physical and digital documents to gain a better understanding of the district's policy towards ELLs, as well as the district's English as a Second Language (ESL) program. While students are referred to as ELLs, the instructional English language program in which they are served is referred to as ESL. The findings reveal that while teachers enjoy working with ELLs and feel confident to work with this unique population, they lack background knowledge of second language acquisition and instructional strategies to provide access to the content and curriculum for these linguistically diverse students. The implications for district leaders in policy and practice include the need to provide training not only for classroom teachers, but also for ESL teachers, administrators, and district staff. District staff also need to be aware of the district, state, and federal policy and obligations required of schools to meet on behalf of ELLs. Future research should include studies on the needs of ESL teachers and the needs of ELLs and their families. Additionally, a replication of this study should be conducted in smaller, rural and larger, urban districts with varied demographic populations of ELLs. This would allow districts to explore possible factors that contribute to a teacher's efficacy to teach ELLs.

A Phenomenological Study of the Experiences of Secondary Teachers Trained in Content-only Areas Throughout Their First Year Instructing English Language Learners

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Author : Bonnie Jean Carmen
Publisher :
ISBN 13 :
Total Pages : 150 pages
Book Rating : 4.:/5 (113 download)

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Book Synopsis A Phenomenological Study of the Experiences of Secondary Teachers Trained in Content-only Areas Throughout Their First Year Instructing English Language Learners by : Bonnie Jean Carmen

Download or read book A Phenomenological Study of the Experiences of Secondary Teachers Trained in Content-only Areas Throughout Their First Year Instructing English Language Learners written by Bonnie Jean Carmen and published by . This book was released on 2019 with total page 150 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this phenomenological study was to describe the experiences of first-year, general education content teachers working with ELLs in secondary schools who have limited or no training to do so. The first-year teacher experience was defined as the situations and circumstances of teachers in their introductory year of instruction; their expectations upon entry, the realities of the actual experience, and the concluding reflections following their first year. Schlossberg’s transition theory guided this study as it lends itself to capturing the transition process and added information to the body of research on teaching ELLs - more specifically the experiences of teachers’ transitions through their first year of teaching in an area where they have little or no training. The central research question guiding this study is: How do secondary education teachers untrained in ESL methods in the southeastern region of the United States describe their first year experiences in content area classrooms with high numbers of ELLs in their classrooms? The guiding questions include: (a) how do participants describe their expectations of their first year of teaching prior to the actual experience, (b) What were the strategies that participants described using in adapting their teaching methods for ELL students throughout their first year, and (c) How do participants describe their planning strategies and processes for their second year of teaching ELL students based on their experiences of their first year? Face-to-face interviews, focus groups, and correspondence letters were used to collect data from which common themes were discovered. Data was analyzed using Moustakas’s modified version of Van Kaam’s approach to transcendental phenomenology.

A Phenomenological Study on the Experiences of Educators of English Language Learners who Have Self-determined to Overcome Obstacles to Implementing Best Practices

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Author : Melody Corey Steenbergh
Publisher :
ISBN 13 :
Total Pages : 175 pages
Book Rating : 4.:/5 (125 download)

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Book Synopsis A Phenomenological Study on the Experiences of Educators of English Language Learners who Have Self-determined to Overcome Obstacles to Implementing Best Practices by : Melody Corey Steenbergh

Download or read book A Phenomenological Study on the Experiences of Educators of English Language Learners who Have Self-determined to Overcome Obstacles to Implementing Best Practices written by Melody Corey Steenbergh and published by . This book was released on 2021 with total page 175 pages. Available in PDF, EPUB and Kindle. Book excerpt: While the English language learner (ELL) population continues to grow at a rapid rate in the United States, teachers find themselves ill-equipped to meet the needs of these students. The purpose of this phenomenological study was to describe how teachers experience and overcome challenges in the acquisition and implementation of best practices for meeting the academic needs of English language learners in the general education setting. The central question of this study was: How do classroom teachers experience and overcome challenges in the acquisition and implementation of best practices to meet the needs of English language learners? The theories guiding this study were Deci and Ryan’s self-determination theory (SDT) and Krashen’s second language acquisition theory (SLA). For this study, self-determination was defined as doing what needs to be done, despite obstacles and challenges. English as a second language (ESL) is defined as the teaching program used to educate non-native English speakers in the school setting. The study was conducted with teachers who have experience with ELLs. Data were collected through questionnaires, efficacy surveys, interviews, and letters of advice. The key findings of this study indicate that teachers are motivated to overcome obstacles to educating ELLs through three avenues: feelings of success in working with the families of ELLs, empathy toward ELLs, and effectively implementing strategies and resources which led to increased self-efficacy. Implications of this study include creating programs for teachers which focus on opportunities for success in meeting student needs. There were indications of a need for intense pre-service training and early professional development experiences for teachers in educating diverse learners to increase feelings of high self-efficacy early in teachers’ tenures.

Teacher Perceptions on the Use of Technology with English Language Learners

Author : Holly Renee Harvil
Publisher :
ISBN 13 :
Total Pages : 269 pages
Book Rating : 4.:/5 (14 download)

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Book Synopsis Teacher Perceptions on the Use of Technology with English Language Learners by : Holly Renee Harvil

Download or read book Teacher Perceptions on the Use of Technology with English Language Learners written by Holly Renee Harvil and published by . This book was released on 2018 with total page 269 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this transcendental phenomenological study was to understand general education teachers’ perceptions regarding their use of technology with students who qualify for English Language Learner services in an urban Georgia school district. The self-efficacy theory originated by Bandura was used to examine 17 teachers’ experiences of using technology as possible personal preference or as being influenced by environmental factors. The following three research questions were used: (1) How do teachers describe their use of technology in a classroom setting? (2) What are the participants’ understandings of instructional technology in relation to ELL students? (3) How do teachers of ELL students describe their confidence in integrating instructional technology? Participants were interviewed by the researcher, participated in a focus group, and answered a questionnaire. Moustakas’ seven steps were used to analyze the data including horizonalization, identifying individual and composite textural descriptions, and developing structural themes. Each participants’ experiences were viewed independently and then grouped by meaning and similarities into clusters. Results indicated participants used technology daily for instructional and organizational purposes, participants used research based instructional strategies, including technology, but viewed them as universal strategies to use with all students including ELLS, and participants’ confidence in integrating technology varied based on perceived barriers. Implications for the classroom teachers and their ELLs and for district leaders were discovered and discussed. Recommendations for future research include duplication of the study with a larger sample size or participants from across Georgia or the United States, blended learning for ELLs, and teacher expectation for ELLs.

Teachers' Practices, Perceptions, and Perspectives of Instructing English Language Learners

Author : Maisha Nandi Otway
Publisher :
ISBN 13 :
Total Pages : 278 pages
Book Rating : 4.:/5 (851 download)

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Book Synopsis Teachers' Practices, Perceptions, and Perspectives of Instructing English Language Learners by : Maisha Nandi Otway

Download or read book Teachers' Practices, Perceptions, and Perspectives of Instructing English Language Learners written by Maisha Nandi Otway and published by . This book was released on 2007 with total page 278 pages. Available in PDF, EPUB and Kindle. Book excerpt: English language learners (ELLs) are currently instructed by teachers that do not have sufficient professional experiences to effectively influence their academic achievement. The purpose of this qualitative phenomenological study was to describe the experiences of these teachers to identify appropriate professional development programs based on the 6 principles of Knowles's (1984) theory of andragogy. The participants included 15 elementary teachers with at least 1 year of experience teaching ELLs and the observation of the volunteers instructing approximately 250 students from a linguistically diverse student population at 1 suburban school in Georgia. The data collection focused on the perceptions, perspectives, and instructional practices of the participants and was collected through interviews with the participants, classroom observations, and the use of unobtrusive documents. The analysis included a modification of the Stevick-Colaizzi-Keen method of phenomenological data analysis and pattern search. The data analysis identified 6 themes related to the perceived factors influencing the ability of regular education teachers to teach ELLs: preservice and inservice training, collaboration, trial and error, scholarly reading, knowledge of best practices, and exposure to diverse populations. The study concluded that the teachers want collaboration, team teaching, and considerations for various instructional models for ELLs based on the students' linguistic needs. The study recommendations include creating standards for school wide collaboration and the use of the Lesson Study method of professional development. Understanding these experiences of the regular classroom teachers will promote social change with respect to having a more effective instructional environment for ELLs through the development of professional development programs for their teachers.

Teachers' Lived Experiences with Mexican American Ell Students in Arizona: a Phenomenological Study

Author : James Scheidler
Publisher :
ISBN 13 :
Total Pages : 194 pages
Book Rating : 4.:/5 (93 download)

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Book Synopsis Teachers' Lived Experiences with Mexican American Ell Students in Arizona: a Phenomenological Study by : James Scheidler

Download or read book Teachers' Lived Experiences with Mexican American Ell Students in Arizona: a Phenomenological Study written by James Scheidler and published by . This book was released on 2014 with total page 194 pages. Available in PDF, EPUB and Kindle. Book excerpt:

A Phenomenological Study of Teachers' Perceptions on Teaching English Language Learners

Author : Carlotta Kimble
Publisher :
ISBN 13 :
Total Pages : 652 pages
Book Rating : 4.:/5 (851 download)

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Book Synopsis A Phenomenological Study of Teachers' Perceptions on Teaching English Language Learners by : Carlotta Kimble

Download or read book A Phenomenological Study of Teachers' Perceptions on Teaching English Language Learners written by Carlotta Kimble and published by . This book was released on 2008 with total page 652 pages. Available in PDF, EPUB and Kindle. Book excerpt: This phenomenological study explored meanings in the teaching experiences of early childhood teachers of English language learners and implications for culturally responsive teaching and student learning. Cultural psychology, Furnham's folk theory, and Bennett's intercultural sensitivity theory provided the theoretical basis for this study. Selections included purposive, criterion sampling of 4 certified kindergarten and 4 first grade teachers with minimum 5 years experience who teach English language learners. Data were collected by indepth semi-structured face-to-face interviews and analyzed using Moustakas's modification of the van Kaam method of analysis. Research questions included (a) What are the essential meaning and structure of the teacher-English language learner relationship; (b) What are teachers' attitudes about diversity; (c) How does teacher instructional practice within the classroom social context reflect teacher cultural attitude; (d) How does life history reflect educational perspectives on cultural diversity results; and (e) How does preservice education or lack of preservice education on intercultural diversity contribute to educational cultural attitude? The teachers who participated in this research perceived English language program teachers provided insufficient curriculum assistance to children's learning. The findings also indicated that teachers' lived teaching experiences emanate from cultural attitudes, life experiences, and professional preparation. It is recommended to provide preservice education that includes multicultural classroom field experiences and to increase European American ethnic identity awareness to promote intercultural sensitivity. Promoting a deeper understanding of the genesis and evolution of teacher cultural attitudes and enhancing teacher professional development will aid student learning and lead to positive social change.

The Praxis of English Language Teaching and Learning (PELT)

Author : Mark Vicars
Publisher : Springer
ISBN 13 : 9463001123
Total Pages : 164 pages
Book Rating : 4.4/5 (63 download)

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Book Synopsis The Praxis of English Language Teaching and Learning (PELT) by : Mark Vicars

Download or read book The Praxis of English Language Teaching and Learning (PELT) written by Mark Vicars and published by Springer. This book was released on 2015-06-17 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt: This edition of Critical New Literacies: The Praxis of English Language Teaching and Learning (PELT) begins with an examination of bricolage as a way to engage in critical research in TEFL/TESOL teaching and research. The volume considers the quality of ‘encounter’ needed in the global and intercultural classroom. The authors address validity, reliability and an authentic need for research which has at its heart ethical practice. Disenfranchisement of the co-participants in research, which is usually not considered, is reviewed in the volume. The manner in which quantitative methods can be used to deliberate on “praxis” is also explored. Self-reflexive practice is at the heart of EFL research and remains central to this volume. The authors are all praxis based research practitioners and make the work of research accessible, equitable and socially just. This series has at its core the need to state that equitable research is about shared authority and shared power. These nine authors address the periphery and in doing so contest the way the world sees research. The PELT series has a disruptive quality as its raison d’etre and Steinberg et al are asking us to revisit; review and re-assess the notion of our life work as researchers in EAL, ESL, TEFL and TESOL. These nine authors are all global leaders in research inquiry and the provocations offered here are unified in the parading by questioning the more traditional field of research inquiry. The ethic of care and courage is encapsulated in this edition.

Teacher Efficacy and Instructional Practices for English Language Learners in General Education Content Classrooms in Rural Areas

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Author : Barbara-jean Chauvin
Publisher :
ISBN 13 :
Total Pages : 346 pages
Book Rating : 4.:/5 (124 download)

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Book Synopsis Teacher Efficacy and Instructional Practices for English Language Learners in General Education Content Classrooms in Rural Areas by : Barbara-jean Chauvin

Download or read book Teacher Efficacy and Instructional Practices for English Language Learners in General Education Content Classrooms in Rural Areas written by Barbara-jean Chauvin and published by . This book was released on 2020 with total page 346 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Phenomenological Studies in Education

Author : DeHart, Jason D.
Publisher : IGI Global
ISBN 13 : 1668482770
Total Pages : 353 pages
Book Rating : 4.6/5 (684 download)

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Book Synopsis Phenomenological Studies in Education by : DeHart, Jason D.

Download or read book Phenomenological Studies in Education written by DeHart, Jason D. and published by IGI Global. This book was released on 2023-07-03 with total page 353 pages. Available in PDF, EPUB and Kindle. Book excerpt: Phenomenology is a rich and varied approach in the world of qualitative research. This book will draw upon phenomenological methods and methodology, including but not limited to hermeneutical and descriptive approaches, to study education from K-12 to university and teacher-focused inquiry. It will enrich the field of research methodology by promoting a greater understanding of phenomenology and applying it to studies in the realm of education. Phenomenological Studies in Education explores and applies methods associated with phenomenological work to build knowledge of experiences in education and pedagogy. Covering topics such as building inclusive environments, descriptive phenomenology, and phenomenological interviewing experiences, this book is ideal for researchers in educational studies, qualitative researchers, and students studying education.

Perceptions of Developing Cultural Awareness of First-level High School Arabic Language Learners

Author : Nabila Hammami
Publisher : University Press of America
ISBN 13 : 076186248X
Total Pages : 123 pages
Book Rating : 4.7/5 (618 download)

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Book Synopsis Perceptions of Developing Cultural Awareness of First-level High School Arabic Language Learners by : Nabila Hammami

Download or read book Perceptions of Developing Cultural Awareness of First-level High School Arabic Language Learners written by Nabila Hammami and published by University Press of America. This book was released on 2013-12-06 with total page 123 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book analyzes how Arabic teachers develop the cultural awareness of their high school students. Featuring face-to-face conversations with educators about integrating Arabic culture into the language classroom, this study highlights the complexities that characterize Arabic cultural awareness in a post-9/11 world. This book proves that increasing cultural awareness in the classroom facilitates the Arab language learning process.

Research Anthology on Inclusive Practices for Educators and Administrators in Special Education

Author : Management Association, Information Resources
Publisher : IGI Global
ISBN 13 : 166843671X
Total Pages : 1090 pages
Book Rating : 4.6/5 (684 download)

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Book Synopsis Research Anthology on Inclusive Practices for Educators and Administrators in Special Education by : Management Association, Information Resources

Download or read book Research Anthology on Inclusive Practices for Educators and Administrators in Special Education written by Management Association, Information Resources and published by IGI Global. This book was released on 2021-09-24 with total page 1090 pages. Available in PDF, EPUB and Kindle. Book excerpt: Inclusion in the classroom is a growing phenomenon that covers a range of areas and subjects; with prominent discussions about race, gender, sexual orientation, and age, today’s world is increasingly focused on making sure education is designed so everyone can succeed. Inclusivity in special education is particularly important as special education covers a wide range of students, including those with physical, intellectual, and behavioral disabilities. As more research and information surrounding best practices, new technologies, and teacher education for special education is considered, it is imperative that teachers and administrators remain up to date on these innovative techniques. The Research Anthology on Inclusive Practices for Educators and Administrators in Special Education is a critical reference source that includes abundant research on all aspects of inclusion in special education as well as the latest trends, research, and studies to provide a comprehensive look at the current state of special education. Covering topics such as accessibility, educational models, teacher training, and assistive technologies, it is ideal for special education teachers, academicians, in-service teachers, pre-service teachers, professors, students, researchers, professionals, administrators, curriculum developers, instructional designers, and policymakers.

The Routledge Handbook of English Language Teacher Education

Author : Steve Walsh
Publisher : Routledge
ISBN 13 : 1317335201
Total Pages : 708 pages
Book Rating : 4.3/5 (173 download)

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Book Synopsis The Routledge Handbook of English Language Teacher Education by : Steve Walsh

Download or read book The Routledge Handbook of English Language Teacher Education written by Steve Walsh and published by Routledge. This book was released on 2019-07-03 with total page 708 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Routledge Handbook of English Language Teacher Education provides an accessible, authoritative, comprehensive and up-to-date resource of English language teacher education. With an overview of historical issues, theoretical frameworks and current debates, this handbook provides unique insights into a range of teacher education contexts, focusing on key issues relating to teacher and learner priorities, language and communication, current practices, reflective practice, and research. Key features include: a cross-section of current theories, practices and issues, providing readers with a resource which can be used in a variety of contexts; the use of data, transcripts and tasks to highlight and illustrate a range of practices, including examples of ‘best practice’; ‘snapshots’ of ELTE from a number of contexts taken from all around the world; and examples of current technological advances, contemporary thinking on reflective practice, and insights gained from recent research. This wide-ranging and international collection of chapters has been written by leading experts in the field. The Routledge Handbook of English Language Teacher Education is sure to be core reading for students, researchers and educators in applied linguistics, TESOL and language education.

Collaboration and Co-Teaching

Author : Andrea Honigsfeld
Publisher : Corwin Press
ISBN 13 : 1412976502
Total Pages : 249 pages
Book Rating : 4.4/5 (129 download)

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Book Synopsis Collaboration and Co-Teaching by : Andrea Honigsfeld

Download or read book Collaboration and Co-Teaching written by Andrea Honigsfeld and published by Corwin Press. This book was released on 2010-08-10 with total page 249 pages. Available in PDF, EPUB and Kindle. Book excerpt: Help ELLs achieve success with an integrated, collaborative program! Teacher collaboration and co-teaching are proven strategies for helping students with diverse needs achieve academically. Now this practical resource provides a step-by-step guide to making collaboration and co-teaching work for general education teachers and English as a second language (ESL) specialists to better serve the needs of English language learners (ELLs). The authors address the fundamental questions of collaboration and co-teaching, examine how a collaborative program helps ELLs learn content while meeting English language development goals, and offer information on school leaders' roles in facilitating collaboration schoolwide. Featuring six in-depth case studies, this guide helps educators: Understand the benefits and challenges of collaborative service delivery Choose from a range of strategies and configurations, from informal planning and collaboration to a fully developed co-teaching partnership Use templates, planning guides, and other practical tools to put collaboration into practice Evaluate the strategies' success using the guidelines, self-assessments, and questionnaires included Collaboration and Co-Teaching helps ESL, ELL, and general education teachers combine their expertise to provide better support for their ELLs!

Self-study and Inquiry Into Practice

Author : Linda Kroll
Publisher : Routledge
ISBN 13 : 0415600707
Total Pages : 164 pages
Book Rating : 4.4/5 (156 download)

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Book Synopsis Self-study and Inquiry Into Practice by : Linda Kroll

Download or read book Self-study and Inquiry Into Practice written by Linda Kroll and published by Routledge. This book was released on 2012 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is about learning to use inquiry and self-study as ways of thinking about, understanding and developing one's practice and one's teaching. It has been shown to support teachers' continued inspiration and resilience to teach all children well in the face of very challenging circumstances.

The Power of Learning from Inquiry

Author : Aida A Nevárez-La Torre
Publisher : IAP
ISBN 13 : 1607522985
Total Pages : 198 pages
Book Rating : 4.6/5 (75 download)

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Book Synopsis The Power of Learning from Inquiry by : Aida A Nevárez-La Torre

Download or read book The Power of Learning from Inquiry written by Aida A Nevárez-La Torre and published by IAP. This book was released on 2010-02-01 with total page 198 pages. Available in PDF, EPUB and Kindle. Book excerpt: The power of teacher inquiry is revealed when educators examine their practices with the purpose of making necessary changes to improve the learning opportunities of their multilingual students, and working conditions in schools. Dr. Nevárez-La Torre, proposes a model for conducting classroom inquiry that teachers may follow to pursue important questions about their practice and multilingual students’ learning process. There are eight chapters in this book divided into three sections. The first section introduces the idea for the book a model for using teacher inquiry as a tool for professional development. The second section includes the analyses of the trajectory followed by three teachers into using teacher inquiry to grow as professionals in ESL and bilingual classrooms. The third section of the book situates professional development using teacher inquiry within a broader theoretical framework and examines some key implications of this work for the education of in-service and pre-service teachers.